Gaile S. Cannella, Professor and Velma E. Schmidt Endowed Chair; Ed.D., University of Georgia. Critical qualitative research in the analysis of public education issues; development of critical, poststructural, feminist and postcolonial qualitative research methodologies; early childhood studies.
Lisbeth Dixon-Krauss, Professor and Associate Dean of the College of Education; Ph.D., University of Florida. Applications of socio-cultural theory to literacy development and instruction.
Colleen Eddy, Associate Professor; Ed.D., Baylor University. Pre- and in-service mathematics education.
Ricardo Gonzalez-Carriedo, Assistant Professor; Ph.D., Arizona State University. Bilingual and ESL education; language planning and policy; the education of immigrant students.
Pamela Esprívalo Harrell, Associate Professor; Ed.D., University of Houston. Science teacher quality and teacher effectiveness.
Mary M. Harris, Regents Professor, Ph.D.; University of Pittsburgh. Teacher education and development of teacher knowledge in the early years of teaching; politics and policy that apply to the curriculum.
Mei W. Hoyt, Assistant Professor; Ph.D., Texas A&M University. Curriculum studies with a focus on digital media and embodiment; teacher education and new technologies; multicultural education; cross-cultural studies.
Kelley King, Assistant Professor; Ph.D., University of Texas at Austin. Historical approaches to educational research; qualitative studies of pre-service teachers' learning.
James D. Laney, Professor; Ed.D., University of California-Los Angeles. Generative teaching-learning theory; general social studies education; economic education; aging education; arts integration.
Janelle Mathis, Associate Professor; Ph.D., University of Arizona. Multicultural/international children's literature; culturally relevant instruction on all levels; the transactional theory of reader response; the role of sign systems, especially process drama, in extensive and intensive responses to literature.
George S. Morrison, Professor; Ed.D., University of Pittsburgh. Early childhood teacher professional development; early childhood curriculum development; early literacy and reading; faith-based early childhood programs; cross-cultural/national early childhood programs; course re-design; blended learning.
Nancy Nelson, Professor and Department Chair; Ph.D., University of Texas at Austin. Processes and practices of written communication; academic authorship; global literacy; intercultural dialogue; research traditions.
Michelle Perez, Assistant Professor; Ph.D., Arizona State University. Feminist perspectives and critical qualitative methodologies for analyzing public discourses and policies impacting young children and communities; impact of capitalism on children’s access to public services.
Sarah Smitherman Pratt, Assistant Professor; Ph.D., Louisiana State University. Intersection of mathematics education and curriculum theory; complexity theories as they relate to complex conversations in education.
Karthigeyan Subramaniam, Assistant Professor; Ph.D., University of Otago (New Zealand). Elementary/middle/ secondary science teacher education; educational technology; action research; pre-service teacher education.
Jeanne Tunks, Associate Professor; Ph.D., University of North Texas. Learning and teaching of mathematics; students' self-perceptions as math learners; action research; algebraic thinking.
Carol Wickstrom, Associate Professor; Ph.D., Texas Woman's University. Literacy education; pre-service teacher education; socially mediated writing; portfolio assessment; classroom discourse, especially as it relates to pre-service teachers, reading/writing and mentoring.
Jamaal R. Young, Assistant Professor; Ph.D., Texas A&M University. Culturally-responsive mathematics teaching as related to the educational needs of African American children; multicultural STEM project-based learning; preparation of pre-service mathematics teachers to work with diverse learners; literature synthesis and meta-analysis methodology.
Tomorrow’s teacher leaders are being developed today in the Department of Teacher Education and Administration at the University of North Texas. Hallmarks of our master’s program are its focus on teaching excellence, content mastery and the opportunities we provide students to earn advanced certifications.
The Master of Education degree in Curriculum and Instruction enhances teacher knowledge and expertise by combining theoretical perspectives and research-based practices with multiple opportunities for field-based projects and action research. This helps you make strategic decisions about effective practices in a private or public school setting.
Our comprehensive curriculum allows you to select a resource area from a wide range of areas related to the curriculum and instruction core. Among the areas are:
Faculty members have advanced degrees and school experience in their fields. Their professional contributions range from writing curriculum guides and textbooks used across the nation to intensive training grants for teachers and school evaluation projects. Their research interests include:
You must meet the requirements of the Toulouse Graduate School® and a specific set of department requirements when applying to the master’s program. For graduate school requirements, visit our catalog or the Graduate School's website. The department's requirements are:
Required documents can be mailed to the department or emailed to Destinie Noles.
The M.Ed. degree requires 12 semester hours of curriculum and instruction core courses, 12 semester hours in a primary academic resource area, and 6 semester hours of electives. A final comprehensive exam is also required.
A limited number of teaching fellowships and assistantships are available to help you pursue your graduate education. These opportunities include working with professors on research grants and projects or as a teaching assistant, assisting undergraduate students with advising and degree plans, teaching undergraduate classes and supervising student teaching.
You may apply for these positions by submitting an application and a current résumé to the department chair. The letter should address particular strengths and interests.